Sunday, October 25, 2015

Seeing past the surface of poems (and hopefully inspiring interest in them)

By Markus Skårnes

On the surface, a poem can appear simple. It can also appear unnecessarily complicated. The meaning of the words are often not as straightforward as people are used to from other kinds of text.
Poetry has an array of tools which are used to make the reader think, paint images in the reader's mind as well as to make the poem sound nice when read aloud.
Some important ones are:

Metaphor – Comparisons not using the words like or as.
Simile – Comparisons using the words like or as.
Personification – Attributing human aspects to an object.
Assonance – Similar vowel sounds repeated.
Alliteration – Words that start with the same consonant sound after each other.
Rhyme – Words that end with similar sounds.

With these tools a poet is able to use each word to the fullest.
Even by just using metaphors, one can make one sentence have several meanings while at the same time painting an image in the reader's mind.
Consider this poem, which I wrote specifically for this example:

Words are a river
Through eyes into mind's ocean
thoughts and feelings, boats.

Here, metaphors are used in all three lines. In comparing words to rivers I put an image in the reader's mind. I also give words all the qualities of a river, such as going from one place to another, flowing through the world and transporting water.
The next metaphor compares the mind to an ocean, expanding upon the first metaphor as well as making another image. In this the qualities of an ocean (vast, deep, dangerous, containing many different life forms and places) are attributed to the mind. There is also the connection between the two metaphors. Rivers run in to oceans, connecting two bodies of water.
The last metaphor compares thoughts and feelings to boats. Boats can sail upon the river into the ocean. They may also not get to the ocean, stopping short of the destination. This metaphor also gives an image and expands upon the previous two lines.
I used 13 words to describe all of this and more about what I feel is the link between poet and reader. 

Poems are just words on a page. Strange cryptic words, rarely to be taken literally. So what is the point of these words? Why do we need them? The following video explores that question from the view of literary critic, Stephen Burt.


It can be hard at first to learn how to read a poem to get all that you can from it. Understanding how all these literary devices come together is sometimes necessary to fully understand a poem. However, to enjoy a poem, they are not as necessary. Poems can amaze or intrigue a person who have never heard of metaphors or similes.
Shape poems are a good example of this. These are poems in which the words make a shape, often representative of the poems' theme.






Using poems like these to motivate people to further explore poetry might be a good idea. And as they explore poetry further, gradually unlocking more and more meaning behind the words, they begin to see poetry for what it can be. A tool for understanding people and for expressing expressing feelings, experiences as well as thoughts and reflections about the world.

Images (shape poems): 

Video: 

Tuesday, October 20, 2015

The didactic use of poems in a classroom

By Tim-André Eriksen


The use of poems in a classroom can be both fun and educating. With some of the types being easy to read with a lot of rhymes to other which needs much more work to understand. So what can a teacher do with poems in a classroom?

One example is radio theatre: it is an activity that is easy for the students to do and could be a lot of fun. What happens in a radio theatre is that a group of students get a poem and they divide amongst themselves what to read out-loud and makes sound effect of.  First the teacher should present the poem which should be used in class and read it out-loud followed by a presentation of what radio theatre is. After that the students should divided into groups. The justification to use this in the class is that first they get practise on oral reading along with listening; second is intensive reading. A perfect sample of poems to use in this case is Revolting Rhymes by Roald Dahl.

Another example is choral reading: First the teacher divides them into groups of three or four (depending on the size of the class) and make each of the group read the poem in different voices. One group could the read the poem like a scared person would or in a whisper. This makes it easier for those student who are shy or struggle to read out-loud.


In conclusion there are many ways to use poems in class to make oral reading in addition to listening a fun activity for the class and is an excellent way to create motivation as well as joy towards poems. Poems are very versatile and should be used not only for reading along side learning about poems, but also as a tool to help students speak more fluently together with building more confidents with the English language.


Sources


Roald Dahl (1982) -Revolting Rhymes - Penguin Toung Readers Group, 2009

Tuesday, October 13, 2015

Practicing speaking strategies with fairy tales

by Martine Olsborg

Most children have a relationship to fairy tales from either reading or watching the classical Disney movies. But why should we use fairy tales in school? The good thing about fairy tales is exactly the fact that the pupils are familiar with the stories. When the pupils have read or heard the fairy tales before in their mother tongue, it will be easier to understand the content of the same fairy tales in English. Another pro for fairy tales is the amount of repetition. When uncommon words occur, repetition is a great way to learn the new words. The fairy tales also have a rather concrete language that makes them suitable for pupils learning a new language. (Birketveit & Williams, 2013, p. 103)
"Snow white disney" by Source. Licensed under Fair use via Wikipedia - https://en.wikipedia.org/wiki/File:Snow_white_disney.png#/media/File:Snow_white_disney.png

One way to work with fairy tales is to do an interview. The pupils can work in pairs and have one role each from fairy tales they previously have worked with. For instance, one could be Snow White and the other could be the Wolf from Cinderella. Before the interview, the teacher should give the pupils some time to prepare. The pupils can for instance chose some topics to discuss, they can learn a few sentence starters and sample sentences from the teacher, and they can see an interview beforehand to know how the structure is. They will get one turn each at being the interviewer and the interviewee. This is a great way of practicing both speaking and listening strategies, but further on in this post I will focus on speaking strategies.

Juliet Munden has made a list of different speaking strategies. By doing an interview like this, the pupils can practice plenty of these strategies. I will not mention all of them, but a few of my choice. The first one is to take initiative. This one especially counts for the interviewer because he/she has to ask the questions. Another strategy is to practice what you want to say in your head before you say it. If the pupils have decided on a topic before the interview, this one is easier to do because they already have anticipations for both the questions and answers. One of the most important strategies (in my opinion) is to appreciate being corrected if you say something wrong. We learn a lot from our mistakes, and when learning a language it is natural to fail sometimes. When pupils correct each other, they both learn something and therefore it is a positive thing. (Munden, 2014, p. 204)

Fairy tales are fun for both pupils and teachers, and I think that this is a good way of working with characters and to practice different speaking strategies. Do you have any other ideas on how to practice speaking strategies with fairy tales? If so, please leave a comment!

Sources
- Anna Birketveit and Gweno Williams. (2013). Literature for the English classroom. Bergen: Fagbokforlaget Vigmostad & Bjørke AS.
- Juliet Munden. (2014). Engelsk på mellomtrinnet. Oslo: Gyldendal Norsk Forlag AS.
- "Snow white disney" by Source. Licensed under Fair use via Wikipedia - https://en.wikipedia.org/wiki/File:Snow_white_disney.png#/media/File:Snow_white_disney.png

Sunday, October 4, 2015

Fairy tales in class



 By Marikken S. Riis

Some of us grew up with a relationship with classical fairy tales, either as nighttime story or just for entertainment now and then. In recent years, the fairy tales have become a bigger part of the schooling, and therefore in this blog post I will share a way of using it in lessons.

Illustration by Quentin Blake  in Revolting Rhymes 
Most of the today's students know about the most famous fairytales due to either Walt Disney's adaptation or another form such as a book collection of fairy tales. Therefore, there will be very few pupils who know the original stories or first written stories, as I aim to Charles Perrault collection of fairy tales in the1690s.

A good start to becoming familiar with the story or re-capture its action is to read the same edition of the chosen fairy tale. You may read it out loud in the classroom or to have it as a homework for the lesson, depending on grades and time. A good way of securing the understanding of the plot, characters, themes and language in the fairy tale, is to communicate after reading it. Whether the fairy tales is new or repeated for the students, they will get a common foundation and understanding of the story.
  


When the pupils have the same knowledge about the chosen fairy tale, you could introduce them into fractured fairy tales. A fractured fairy tale is a rewritten fairy tale, often with an ironic twist and alters the story in unexpected ways. Roald Dahl is a well-known author of fractured fairy tales by his book Revolting Rhymes. The book contains re-written stories like Cinderella and Little Red Riding Hood with rhymes, catchy rhythms and great illustrations by Quentin Blake. The inspiration for this book led me to share two ways of using the stories in Revolting Rhymes by Roald Dahl in English lessons for 5-7 grade.

Illustration by Quentin Blake  in Revolting Rhymes 
For group work, you could as a teacher inspire the students to dramatize or create a radio play of one (or more) of the fractured fairy tales in   Revolting Rhymes. This could be a long-time project with focusing on the implementation of acting to scenography and costumes, or it could be for a lesson or two. Teamwork is a major part of this task, and the pupils will also stimulate the stories and practice their oral skills.

Do to its time consuming another example is writing tasks, which can be solved individual or in groups or pairs. The students can either write a diary post, an interview, an article or a prequel or a sequel for a chosen character in a fairy tale. As a teacher, you may determine the focus areas such as grammar, creativity, text structure and genre. The students will stimulate not only their writing skills but also their creativity and the ability to collaborate.

I have during this blog post enlighten two ways of using Revolting Rhymes in lessons for both individual and group work. I personal find it very creative and fun, which I believe the student do too.

Sources:
Roald Dahl (1982) -Revolting Rhymes - Penguin Toung Readers Group, 2009